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ABSTRACT
This study examines the Enrollment and Completion Pattern of Female Adult Learners Attending Adult Literacy Programs. The data was obtain through the use of questionnaires, where four (4) research questions were raised to guide the study. The target population of the study includes Facilitators, Female Adult Learners and Parents of 4 randomly selected Literacy Centre in Benin Metropolis, Edo State Nigeria. The target size for this study was a total of Forty Eight Respondents within the area of the Study. Which represents (10%) of Four Hundred and Sixty Nine (469) Female Adult Learners from Literacy centers selected using simple random sampling technique. The questionnaire was designed and validated by experts in the department of Adult and Non-Formal Education, Faculty of Education, University of Benin. Data were analyzed using descriptive statistical techniques such as tables, frequencies count and simple percentages. Findings of the study reveals that programme design elements, such as class schedules, location and curriculum, positively influence female adult learners participation rates. It was also noted that community based incentives or support system also help to encourage adults to participate actively and consistently in literacy program. It was also discovered that adult learner tend to learn more and effectively when the needed educational materials are easily accessible to them, and was also observed that cultural norms and values have not impact in women's ability to learn or participate in adult literacy programmes. That parents low socio-economic status affects the ability for their wards to participate in adult literacy programmes.
